Resource Booklet

1 Teaching the Holocaust with Primary Sources

To The Teacher

This booklet was created by Teaching with search box on the Library of Congress website Primary Sources at Eastern Illinois University (www.loc.gov). Please feel free to print and (www.eiu.edu/eiutps) as a companion to the share this publication with colleagues. Contact TPS EIU website. The booklet features us with questions, comments or ideas! information and images of digitized primary sources from the Library of Congress that you may use in your classroom. These images were selected for their relevance and as a means to engage students and encourage inquiry. Items can be found by typing the item’s title in the

Why Teach with Primary Sources

Primary Sources provide a window into the past-unfiltered access to the record of artistic, social, scientific and political thought and achievement during the specific period under study, produced by people who lived during that period. Bringing students into close contact with these unique, often profoundly personal, documents and objects can give them a very real sense of what it was like to be alive during a long-past era.

Primary sources engage students by helping them relate in a personal way to events of the past and promote a deeper understanding of history. Because primary sources are snippets of history, they encourage students to seek additional evidence through research.

Primary sources develop critical thinking skills. Primary sources are often incomplete and have little context. Students must use prior knowledge and work with multiple primary sources to find patterns. In analyzing primary sources, students move from concrete observation and facts to questioning and making inferences about the material.

Primary sources construct knowledge. Inquiry into primary sources encourages students to wrestle with contradictions and compare multiple sources that represent differing points of view. Integrating what they gleam from comparing primary sources with what they already know, and what they learn from research, allows students to construct content knowledge and deepen understanding.

Harte Zeiten; harte Pflichten; harte Herzen Library of Congress, Teacher’s Page, Why Use Primary Sources, Accessed 8.29.12 http://www.loc.gov/teachers/usingprimarysources/whyuse.html

2 Teaching the Holocaust with Primary Sources

Selecting Primary Sources

Interest What kinds of sources are of particular interest to my students?

Reading Level How difficult is the reading level of the primary source compared to my students’ abilities? What might help my students comprehend this material (a glossary of terms, for example)?

Length How long is the source? Do I need to excerpt a portion of the source given my students’ abilities and/or time constraints? How do I ensure that the original meaning of the source is preserved in the excerpt?

Points of View Something to Consider: Are various points of view on a given topic, event, or issue Be sure that the use of primary fairly represented in the sources I have chosen to use? Have sources makes sense in the overall I achieved proper balance among the competing points of curriculum plan. Using too many view? primary sources or in the wrong places could cause them to lose Variety of Sources Have I included a variety of types of sources (e.g., published, impact. unpublished, text, visual, and artifacts)?

Location Where can I or my students find the sources we need (the school or public library, the local history society, over the Internet)?

Finding Primary Sources

Looking for Library of Congress primary sources? Try these quick starting points.

1. Primary Source Sets: Each set collects primary sources on a specific topic, all as easy-to-use PDFs, with historical background information and teaching ideas. http://www.loc.gov/teachers/classroommaterials/primarysourcesets/

2. Primary Source by State: Selected primary sources for each of the fifty states, the District of Columbia and the U.S. Territories. http://www.loc.gov/teachers/classroommaterials/primarysourcesets/states/

3. Themed Resources: The best Library of Congress resources on the most frequently taught themes. http://www.loc.gov/classroommaterials/themes/

4. Browse by Topic: Easy browsing for primary sources across all the digital collections of the Library of Congress. http://www.loc.gov/topics

5. Web Guides: In depth guides to resources on a wide variety of topics. http://www.loc.gov/rr/program/bib/bibguide.html

6. Ask a Librarian: If you can’t find the primary source you need, consider sending a question to a Library of Congress reference librarian. http://www.loc.gov/rr/askalib

Library of Congress, Teacher’s Page, Finding Primary Sources, Accessed 8.29.30 http://www.loc.gov/teachers/usingprimarysources/finding.html

3 Teaching the Holocaust with Primary Sources

Using Primary Sources

Before you Begin:

• Choose at least two or three primary sources that support the learning objectives and are accessible to students. • Consider how students can compare these items to other primary and secondary sources. • Identify an analysis tool or guiding questions that students will use to analyze the primary source.

1. Engage students with primary sources. • What does the creator do to get his or her point across? • Draw on students’ prior knowledge of the • What was this primary source’s topic. audience? • Ask students to closely observe each • What biases or stereotypes do you see? primary source. • Ask if this source agrees with other • Who created this primary source? primary sources, or with what the • When was it created? students already know. • Where does your eye go first? • Ask students to test their assumptions • Help students identify key details. about the past. • What do you see that you didn’t expect? • Ask students to find other primary or • What powerful words and ideas are secondary sources that offer support or expressed? contradiction. • Encourage students to think about their personal response to the source. 3. Assess how students apply critical thinking • What feelings and thoughts does the and analysis skills to primary sources. primary source trigger in you? • Have students summarize what they’ve • What questions does it raise? learned. 2. Promote student inquiry. • Ask for reasons and specific evidence to support their conclusions. • Encourage students to speculate about • Help students identify questions for each source, it creator, and its context. further investigation and develop • What was happening during this time strategies for how they might answer period? them. • What was the creator’s purpose in making this primary source?

Library of Congress can provide helpful Reichssporttag des B.D.M entry points to many topics. 23 September 1934

4 Teaching the Holocaust with Primary Sources

Introduction

On January 30, 1933, Adolf Hitler became Chancellor of Germany, by March 1933 he would become dictator.1 How did Hitler and the Nazi party come to power and set a path of destruction? After World War I, Germany was in economic ruin. Unemployment was high, the majority of people were poor, the country was in a downward spiral and Germany’s citizens wanted change. Hitler and the Nazi party capitalized on the power of persuasion and were masters at propaganda. Hitler told the German people what they needed to hear, that he could end their suffering and restore Germany’s pride.

Nazi flag on the A scapegoat was needed for Germany’s problems and Hitler blamed the Jewish aircraft carrier community. Through Nazi propaganda, Jews were portrayed as an alien race that was Graf Zeppelin poisoning German culture and bringing economic downfall and war to Germany. The Nazis flooded the country with anti-sematic speeches and posters and hatred towards the Jews grew. There was violence against Jewish citizens in the streets, Nazi soldiers blocked entrances and broadsides were posted warning German citizens not to purchase items or services from Jewish businesses. Jewish families were no longer safe in their own neighborhoods and homes.

Nuremberg Race Laws

At the Nazi party rally of 1935, Hitler signed the Nuremberg Race Laws. The laws come under two different headings, “The Protection of German Blood and German Honor” and “The Reich Citizenship Laws.”3 The first section was used to determine exactly who was identified as a Jew. Under the law, a person was considered a Jew even if they did not practice the Jewish faith. A “full-Jew” was defined as an individual with three or more Jewish grandparents.3 A “half-Jew” or “mischling”, was an individual with two Jewish grandparents.3 A person with one 3 Heinrich Himmler, Jewish grandparent was a “quarter-Jew” or “mischling of the second degree”. Adolf Hitler, and Charts were handed out explaining the laws. Viktor Lutze. Nuremburg, The second section was the Reich Citizenship Laws, which stripped away German walking between 4 citizenship from all Jews. They were not allowed to vote or hold public office. It rows of many prohibited them from marrying a person of German blood. Jews were required to soldiers on Nazi register their businesses with the German government, then Nazis would release party day. the proprietors with no compensation. The businesses were then sold to non-Jewish Germans at a bargain price. During the first six years of the Nazi regime, there were over 400 legal restrictions imposed upon Jews and other persecuted groups.5

Kristallnacht

Hershel Grynszpan was a 17-year old student living in Paris.2 He knew of the atrocities against Jews in Germany, when his Jewish parents were deported from Germany to Poland he took drastic measures. In an effort to draw the world’s attention to what was happening to the Jews in Germany, Grynszpan shot and killed Berlin Jewish shop Ernst von Rath, the Third Secretary of the German Embassy in owners and 2 wreckage. Paris.

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After hearing the news of von Rath’s death, Nazi Propaganda Minister Joseph Goebbels delivered a speech urging Germans to take action. The Jews would pay for von Rath’s assassination. On November 9, 1938, Nazi storm troopers vandalized Jewish businesses, breaking store front windows and setting businesses, homes and synagogues on fire. Fire departments were called, not to put out fires, but to protect German property. By the end of the night, the Nazi attack on the Jewish community destroyed 7,000 businesses, set fire to more than 900 synagogues, killed 91 and deported 30,000 Jewish men to concentration camps.2 This would become known as Kristallnacht or night of broken glass.

After Kristallnacht, the Nazis tightened their grip on the Jews. It was declared that no Jewish business could reopen unless it was managed by non-Jews.2 Jewish children were banned from attending school. The Nazis issued a decree that restricted Jews from selling goods and services, basically making it impossible for them to support their families. As a final insult, Nazi Germany declared the Jewish people responsible for Kristallnacht resulting in no insurance to help them rebuild A Yellow Star of or replace what was lost. The Jewish community was then punished with a one- 2 David Button, billion mark fine, supposedly for the death of von Rath. Which the Bulgarian Jews After Kristallnacht, the Jewish population was ordered to wear an identification were Forced to badge; this ostracized the Jewish community. The badge was the Star of David, Wear in 1941. which had to be worn on the outside of their clothing and visible at all times. This helped the Nazis identify Jews, who they would harass, torture and murder in the streets. Jews were not the only people given badges. As the war continued the Nazis forced criminals, political prisoners, Gypsies, homosexuals and Jehovah’s Witnesses to wear identifying badges as well.9

Ghettos

To separate the Jewish community from the non-Jewish the German government established ghettos. On October 8, 1939, the first Jewish ghettos was created in the Lodz district of Poland.6 The Germans established more than 1000 ghettos in Poland and the Soviet Union alone, which were small city areas enclosed by either a wall or fencing.7 Jews were forced to leave their homes and most of their possessions behind and what they left was sold to German citizens. Thousands of Section of eight- Jews lived in cramped, squalor conditions. Over 400,000 Jews lived in the 1.3 foot high concrete square mile of the Warsaw ghetto.7 In Budapest, about 63,000 Jews lived in a .01 wall encircling square mile area.7 Overcrowded areas with no sanitation and little food led to Jewish ghetto in Warsaw, Poland. disease.

The Final Solution- Concentration Camps

The ghettos were a terrible experience, but no one predicted the horror awaiting the Jewish people after they left. From the ghettos, people were loaded into boxcars filled so tightly that no one could move. There was no food, water, bathrooms, or fresh air. These death trains could take days to reach the final destination, a Nazi concentration camp.

6 Teaching the Holocaust with Primary Sources

Between 1933 and 1945, the Nazi regime created nearly 20,000 concentration camps.10 These camps were designed and constructed for hard labor and terminations. Hitler’s “final solution” was a plan for the mass destruction of all Jewish people to secure a true Aryan race. The camps were tools to achieve that goal. Some camps had the sole purpose of killing Jews that arrived daily. As soon as they were unloaded from the trains, the people of all ages were taken to “the Interior of barracks showers”. Nazi guards would deceive prisoners by telling them they were going to with men in crowded bunks of take a shower for sanitary purposes. Then unsuspecting victims would leave their Sashsenhausen clothes and enter “the showers”. Instead of water, SS guard would throw Zyklon-B concentration pellets into the chamber from a hole in the ceiling. When exposed to air, Zyklon-B camp. creates a vapor that when breathed in starves the body of oxygen and causes death. When there was no sign of life, the bodies were thrown into piles before being sent on to the crematorium and destroyed.

Dachau

Established in March 1933, Dachau was the first Nazi concentration camp.12 The camp originally housed political prisoners and those opposed to the Nazi regime. Individuals and groups who were considered inferior to Germans, such as Jehovah Witnesses, Gypsies and homosexuals were sent to Dachau. The first Jews imprisoned at Dachau were sent there because they were considered enemies of the Reich.13 Over time, more Jews were sent to Dachau than any other group.

Dachau was used as a training center for prison guards and a model for future concentration camps. Torture techniques were practiced to perfection. Under the watchful eye of Commandant Theodore Eicke, the camp functioned under strict rules and regulations.

Immediately upon arriving at Dachau, the process of dehumanizing prisoners began. Men and women were stripped of all possessions including their clothes Boxcars outside which were replaced with striped prison uniforms. Their hair was shaved and they Dachau were given an identification number with a colored triangle to 13 Concentration show their category. Dachau was a labor camp, most of the Camp, Dachau, many sub-camps of Dachau were built with slave labor. The Germany (May Nazis exploited the cheap labor by hiring out prisoners to 1945) Vera private firms. Prisoners never received their wages, as the Cecella private firms paid the Nazis directly for the labor. The work Gustafson, was often heavy labor and the weakened and malnourished Veteran’s History prisoners were given little food and lived in unsanitary Project. conditions. Bodies of the deceased piled Medical experiments were conducted at Dachau with Jews helplessly used in outside Dachau decompression and high altitude tests. Others were infected with malaria to test Concentration possible vaccines.13 In the twelve years Dachau was operational, more than Camp shortly after 200,000 prisoners passed through the camp.13 Officially more than 30,000 died at it’s liberation, Dachau but the actual number is thought to be much higher.13 Dachau, Germany (May 1945) Vera Cecella Gustafson, 7 Teaching the Holocaust with Primary Sources

Austria, May 1945- Bergen-Belsen Hungarian Jews after removal from Nazi Built in 1940 as a prisoner of war camp, Bergen- concentration camps Belsen was converted to a concentration camp to facilities provided st in 1943.14 Conditions at Bergen-Belsen were by US Army 121 considered good when compared to other Evacuation hosp.: men lying on cots camps, most prisoners were not subjected to outside building. forced labor.14 But by 1944, conditions at the camp deteriorated and the camp began Unidentified receiving prisoners too sick to work. Designed to concentration hold 10,000, by the end of the war Bergen- 14 camp(s), Germany, at Belsen consisted of 60,000 prisoners. This time of liberation by camp possessed no gas chambers yet 35,000 U.S. Army: Three U.S. people died of starvation, overwork, disease, Army soldiers looking 14 brutality and medical experiments. Among at bodies in oven. those who died were Anne Frank and her sister Margot who both died of typhus in March 1945.14 These inmates of the Bergen-Belsen was the first major camp Amphing (i.e. liberated by British allies. There were always Ampfing) stories of the atrocities the Jewish people faced concentration camp in in Nazi concentration camps but nothing could Germany were prepare the British soldiers for what they recently liberated by witnessed. Starving prisoners, like the walking U.S. Third Army Troops Amphing, dead, wandering around the camp while others Germany lay sick and dying. Even after liberation, nearly 500 people continued to die each day.14 Mass graves were dug to bury the enormous amount of bodies. The camp was eventually burned Roll call at a German concentration camp down to stop the spread of disease. (from a Nazi photograph). Two The liberation of Bergen-Belsen was a prisoners in the significant event covered by the press. The foreground are horrific scenes of life in the concentration camp supporting a were captured. Finally, the world could no longer comrade,…. deny what the Nazis had done to the Jewish people. Unidentified concentration camp(s), Germany, at time of liberation by U.S. Army: German Composite civilians burying photograph of six bodies in mass head-and-shoulders graves. portrait of Anne Frank..

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Auschwitz

.The largest of all Nazi concentration camps, especially twins. Mengele had the full backing Auschwitz was actually comprised of three main and funding of the Nazi regime. He administered camps, Auschwitz I, Auschwitz II (also called painful injections, conducted amputations with Auschwitz-Birkenau) and Auschwitz III (also no anesthetic and subjected prisoners to called Auschwitz-Monowitz). Auschwitz is where freezing conditions and high pressure the largest mass murder in history took place. experiments. No documentation has been found Trains filled with Jewish prisoners entered the listing the substances he injected, so long term camp day and night. If they survived the trip, effects are unknown. Mengele was especially which could take many days with no food or interested in twins. Hitler’s vision of a blond- water, they were unloaded from the trains and haired, blue-eyed Aryan race could be told to stand in a line, men on one side, women accomplished faster if the genetics of twins and children on the other. From a platform, Dr. could be found. They were the perfect test Josef Mengele would choose who lived or died subjects; he could use one for experiments and by separating those capable of hard labor from the other as the control which to compare. the others. Many women, children, elderly and Mengele would take large amounts of blood those unable to work were led straight to the gas from one twin and inject it into the other. They chambers. Those chosen for hard labor would were given many injections and exposed to first have their heads shaved. The hair was used various genetic experiments. If one twin died the to make fabric for the German war effort. The other was killed by an injection to the heart then prisoner would then both were studied in autopsies. Nearly 3,000 receive a striped uniform children were selected for Mengele’s twin to wear and a tattoo on experiments and only about 200 survivied.15 their chest or forearm. Auschwitz was the only Auschwitz was heavily guarded with electric camp to use tattoos. fencing, SS guards and their dogs constantly Main entrance to the These Jewish prisoners Auschwitz-Birkenau were no longer known by on patrol and guard extermination camp. name; only by the number towers, which meant Poland, date tattooed on their body. escape was nearly uncertain. Hard labor consisted of impossible. Roll call construction of Auschwitz II and Auschwitz III, was taken every morning working in coal mines, stone quarries and Hungarian Jews on and evening to confirm 17 their way to the gas armament factories. The average life span for that every prisoner was chambers. Auschwitz- a prisoner at Auschwitz could be as little as a present even those who Birkenau, Poland May 17 died in the night. When few months. 1944 the Soviet Army liberated In efforts to create a true German Aryan race, Auschwitz on January 27, 1945 there were many concentration camps performed medical nearly 7,000 prisoners, but most were sick or experiments on Jewish prisoners. None were dying.16 Between the years 1940 to 1945, 1.1 more feared than Dr. Josepf Mengele at million Jews were murdered at Auschwitz.16 The Auschwitz. Mengele known as the “Angel of Jewish death toll during the Holocaust is Death”, would search the incoming prisoners for estimated to be close to six million.16 unique individuals such as infants, dwarfs, and

9 Teaching the Holocaust with Primary Sources

Righteous Among the Nations

During World War II many Jews went into hiding to escape Nazi concentration camps. For some, hiding Jews was a profitable business. They would agree to hide Jews in exchange for money. When the money ran out, many would turn on their Jewish charges and hand them over to the Nazis. But there were a select few who could not turn their backs on their fellow human beings, no matter the cost. These non- Jewish people who risked their own lives to save the Jews from Nazi persecution are referred to as The Righteous Among the Nations. In most cases these individuals never intended to become a rescuer, the opportunity often Wall of Remembrance presented itself by a simple knock at their door. It took great at the U.S. National courage for a Jew to knock on a door, not knowing if the person Holocaust Museum, on the other side would be willing to help. If allowed inside, their Washington, D. C. very survival depended on the rescuer who was responsible for their safety, nourishment and care. Great risks came with harboring Jews during the Holocaust and if caught, death was often the price paid. The Nazis would not only kill the rescuer and Jews they housed, but sometimes entire families would pay the price with their lives. The title Righteous Among the Nations is given by Yad Vashem, world center for Holocaust research, by Israeli law to find and honor non-Jews whose lives were endangered by the act of saving Jews during the Holocaust.

There were many ways someone could help protect a Jewish family. Providing shelter for a Jew required finding a secure place to hide where no one would suspect a human to live. Dissimulating was helping the Jews establish a new identity. This required providing a non-Jewish sounding name, creating a new history and producing documents to support these claims. Moving a Jewish family or individual to a safe place could require days of traveling across rough terrain. Saving children was extremely difficult. To improve chances of survival, parents and children often had to be separated, maybe never to see each other again. These parents put all of their trust into the rescuer. Young children would be brought up in a non-Jewish faith, sometimes in orphanages or placed with non-Jewish families. Older children had to accept new identities and lives. The rescuer had to explain the new additions to neighbors and family or had to keep the children hidden at all times.

Hermine (Miep) and Jan Augustus Gies

Miep Gies started working for For two years Miep Gies was the lifeline for eight Otto Frank in Amsterdam in people living in the small annex. She would 1933.18 In 1942, Margot Frank bring them food, supplies and news from the received papers to report for a outside. She, along with her husband Jan and German work camp and the three others who worked for Otto Frank helped next day the Frank family went hide the families. On August 4, 1944, the annex 19 Miep Gies. into hiding. Otto Frank asked was compromised and everyone in hiding was Miep if she would help hide arrested.19 Miep returned to the annex and them and she agreed. In the back of Otto collected Anne’s diaries. After the war, Otto Frank’s business was a small annex. Otto, his Frank was the only survivor, his wife and wife Edith, and daughters, Margot and Anne, children had died in concentration camps. Miep retreated to the annex. They were joined by the gave Otto Anne’s diaries that would later be van Pels family and Fritz Pfeffer. published worldwide. Miep Gies died on January 11, 2010 at the age of 100.

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Oskar Schindler

A gambling, womanizing, war Schindler’s goal to amass a large fortune profiteer who was a member of diminished with the human desire to protect the Nazi party hardly seems like those Jews who worked for him. Schindler’s someone who would be business had obtained the status of essential to interested in the plight of the war effort and he used this advantage hiring European Jews during the Jews he claimed necessary to keep the Holocaust, but Oskar Schindler business running. He was not beyond falsifying Oskar Schindler, helped save 1,200 Jews from papers, listing children, housewives and lawyers certain death.20 Born into a as expert mechanics to disguise unqualified middle-class Catholic family, Schindler was workers.21 He bribed guards and SS officials expected to take over the family farm machinery willingly to provide better treatment for his plant but when he did it fell into bankruptcy. He workers. The entire time that Schindler’s married, but was a playboy with a desire to ammunition plant was operationAl, it only make money. Oskar arrived in Krakow, Poland produced one load of live ammunition. The rest in 1939 hoping to make his fortune by taking was faulty. over an enamelware factory confiscated from its former owner, a Jew.21 By employing Jewish In 1943, Germany began to destroy the ghetto’s slave labor, many German entrepreneurs made population. Several thousands of surviving Jews financial fortunes. They paid the Nazi were taken to Plazow, a forced labor camp ruled government for slave labor, but at a fraction of by SS commandant Amon Goeth. Goeth was the cost of non-Jewish labor. Schindler’s ruthless and conditions at Plazow were brutal. business producing kitchenware for the German Oskar Schindler was a drinking buddy of Amon Army grew quickly. By the end of 1942, the Goeth and convinced Goeth to convert his factory expanded into ammunition production.21 ammunition factory into a sub-camp of Plazow. The plant employed 800 men and women, 370 This meant his workers would not have to return of which were Jews from the Krakow ghetto.21 to the devastation now considered normal life in Schindler became friends with high ranking SS Plazow. officers, attending parties and socializing with Working for Oskar Schindler meant Jewish them and seemed no different than any other workers were relatively safe from the torture and wealthy German. death of the Holocaust. They were provided with The brutal treatment of the Jew expanded. In the food, clothes and care when ill. However, summer of 1942, Schindler witnessed the horror befriending the Jews was risky and Schindler of a German raid on a Jewish ghetto.22 Watching was arrested many times on suspicion of the sadistic treatment that the Nazi troops corruption. Officials were never able to charge unleashed against the innocent people moved him. something in Schindler, “Beyond this day, no At the end of the war, Oskar Schindler had spent thinking person could fail to see what would his entire fortune on saving his Jewish workers. happen,” he said later, “I was now resolved to do It is estimated he made millions during the war everything in my power to defeat the system.22 but chose human life over monetary riches.

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Nicholas Winton Paul Grueninger

Nicholas Winton lived in Many who helped the Jews England and worked as a during the Holocaust were stockbroker. At a friend’s regular people who were request in 1938, Winton visited unidentified or forgotten by Prague, Czechoslovakia. Upon everyone except those they arrival he was shocked by the helped. Paul Grueninger was number of refugees in danger a police border guard at the from a Nazi invasion. He Switzerland-Austria boarder. Nicholas Winton, Paul Grueninger, noticed that little attention was His job was to send Jewish paid to the safety of children. Winton had heard refugees without proper paperwork back to of the Kindertransport which brought German Austria. As the situation for Austrian Jews and Austrian Jewish children to Great Britain to worsened, more refugees tried to enter escape the atrocities happening in their home Switzerland illegally. Grueninger had a decision countries.24 Winton worked to accomplish the to make, follow orders and refuse entry to same goal of rescuing children and began taking refugees and send them to an uncertain future applications to transport children out of or let them cross the border. Gueninger began Czechoslovakia. Soon thousands of parents falsifying documents to show that Jewish came to Winton’s office seeking safety for their refugees had entered Switzerland before the sons and daughters. border was closed. This let refugees be treated as legals and when take to the Diepolsau camp With the system established in Prague, Winton they received assistance. Grueninger falsified returned to London to begin the daunting task of reports showing how many refugees entered securing the children’s transfer. He located Switzerland at his border and used his own foster families who were willing to take children, money to purchase clothing for many who left not knowing when or if their families would their homes with nothing. survive the war and reclaim them. Funds were needed for each child’s transportation and the Paul Grueninger’s activities were discovered by British government required a 50-pound per- Germans who informed Swiss authorities. He child deposit to ensure their return to home was dismissed without benefits from the police countries.24 Despite the obstacles, Winton force in 1939.26 Grueninger was arrested and continued to organize and raise funds while charged with illegally permitting 3,600 Jews into keeping his job as a stockbroker. Switzerland by falsifying papers.26 As a result, he lost his pension benefits and had to pay court The time finally arrived for the first transport to costs and fines, living the rest of his life with a 24 leave Prague on March 14, 1939. Winton meager income. organized seven more transports, the last taking place on August 2, 1939.24 The largest transport, 250 children, was scheduled to leave Prague on September 3, 1939, the day England entered the war.25 The train disappeared and none of the

children were seen again.25 Through Nicholas Winton’s efforts 669 children survived the Holocaust.24 Without his efforts these children would have faced certain death.

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Primary Sources and Analysis Tools

Photographs

Why teach with photographs? Connecting to our topic of the Holocaust.

Photographs are powerful tools that can activate Reading photographs engages students in the a student’s background knowledge on a process of historical inquiry. Students learn to particular person, place or event and spark an move from a broad, general overview to more interest to learn more. Teachers may effectively precise aspects and then return to the general use photographs to present historical events, with new perspectives or understanding. people and places in a personal way that students can connect with. The idea that The More You Look The More You See photographs never lie has a long history, with encourages students to use observation, many debates resting on photographic evidence. inference or deduction, interpretation and Some argue that photographs can indeed lie- investigative skills to read a photo using their they can be doctored, staged, or faked in many knowledge base and previously learned skills as ways. a foundation. Students are also encouraged to look at details and items in the background of a There is much more to a photo than the subject photo for the ABC Photo Study. To find a phrase in the center. People, places, things and or word that relates to the image for each letter conditions in a photograph may offer a more of the alphabet requires using vocabulary and complete view than we see in the expression of investigating skills. Students must have an the subject. understanding of a topic or theme to arrange photos in a sequence that tells a story. The Storyboard Activity encourages students to visually inform their peers about a person, place

or event. Finally, when you Put Yourself in the Picture you try to physically place yourself in another place and time. Students rely on all five senses to describe what surrounds them if they were in the photo. Adolf Hitler and Hitler youths, Erfurt, Germany.

A Ukrainian girl prepares a meal for her family on a make shift stove in a concentration camp at Salzburg, Austria.

Jewish shop windows smashed during Kristallnacht, Berlin

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ABC PHOTO ANALYSIS

Examine the image provided. Choose words or phrases beginning with each letter of the alphabet that come to mind as you study the image. The descriptions can be objective (what you see in the image) or subjective (feelings, associations or judgments about the image).

A B

C D

E F

G H

I J

K L

M N

O P

Q R

S T

U V

W X

Y Z

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THE MORE YOU LOOK, THE MORE YOU SEE PHOTO ANALYSIS What I See (observe) Describe exactly what you see in the photo. What people and objects are shown? How are they arranged? What is the physical setting? What other details can you see?

What I Infer (deduction)

Summarize what you already know about the situation and time period shown and people and objects that appear. I see ___ and I think ___

Interpretation Write what you conclude from what you see. What is going on in the picture? Who are the people and what are they doing? What might be the function of the objects? What can we conclude about the time period?

Why do you believe the photo was taken?

Why do you believe this photo was saved?

What I Need to Investigate What are three questions you have about the photo? 1.

2.

3. Where can you research the answers to your questions?

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Create a Storyboard to use images to visually “tell a story”. What is the theme of your storyboard? Examples: song, place, speech, person or event

Select images that represent the theme. ∙ Images can be placed in sequence to reflect a variety of characteristics: time periods, size, geography, etc. ∙ Select particularly meaningful images to begin and end the storyboard. ∙ Students may be limited to a specific number of squares.

Image #1 Image #2



Image #3

STORYBOARDS

 

Image #4 Image #5



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PUT YOURSELF IN THE PICTURE PHOTO ANALYSIS Imagine yourself in the image provided and list three to five phrases describing what you see, hear, taste, touch and smell. Sight What do you see? People? Words? Buildings? Animals? Interesting Items? Do these things give you clues about this time and place? 1.

2.

3.

4.

5.

Sound What do you hear? People? Animals? Nature? Sounds from inside or outside of buildings? Sounds can indicate something good, bad or sad. 1.

2.

3.

4.

5.

Taste What do you taste? Are things edible or is there “something in the air”? 1.

2.

3.

4.

5.

Smell What smells are around you? City or rural scents? People? Animals? Businesses? Do they make you think of something good or bad? 1.

2.

3.

4.

5.

Touch How and what do you feel? What is the environment like? Hot? Cold? Wet? Are there “things” that you can touch? What do they feel like? 1.

2.

3.

4.

5.

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Maps

Why teach with maps? Connecting to our topic of the Holocaust.

Maps serve as representations of geographic, Reading maps is a wonderful way to present political or cultural features on flat surfaces. information to students in a new format. Maps are visual records of knowledge valued by Students will look at two components: the people in an area and they point to belief physical qualities of the map and information systems as well as boundaries. Teachers may that will help us understand what this map is effectively use maps to illustrate concepts that trying to tell us and why someone felt that this may otherwise be difficult for students to information needs to be shared. The Map understand, such as settlement patterns, trade Analysis form presents a format that encourages routes, economic growth and development. students to study a map in terms that they are familiar with, and help them realize the Maps can be an important source of information importance of the “parts” until they see all of the for investigation. A map is a visual recollection of information presented collectively. where people lived, roads and rivers passed, and natural geographic features once stood. A There are many ways to use maps in teaching map represents a place that has been reduced the Holocaust. Students can view maps of in size, and chosen to focus on a particular Germany before and after the war. They can see theme. The results are then presented with how Germany’s boundaries changed after World symbols. The map reader, who may live in a War II. They can also discover villages that were different location and time, must decode the lost after the war. The Library of Congress holds symbols and techniques used to understand the maps that show the position of the Allied forces map. during 1944 through 1945. When you use the Map Analysis sheet, not every question will have To read a map, students should have a an answer. Feel free to revise the form to fit your foundation of information to place it within the classroom or lesson. correct geographical, chronological, and cultural contexts.

September 9, 1944, HQ Twelfth Army Group situation map. The Division of Germany Exhibits, Churchill and the

Great Republic

18 Teaching the Holocaust with Primary Sources

MAP ANALYSIS Physical Qualities of the Map Title of Map

Check the circle(s) besides the type of map that describes the map you have.  Raised relief map  Political map  Military map  Topographic map  Contour-line map  Birds-eye view

 Natural resource map  Artifact map  Satellite photograph/mosaic  Other  Weather map  Pictograph

Check the circle(s) besides the map parts that are visible on the map you have.  Compass  Date  Scale  Handwritten  Notations  Name of mapmaker  Other  Legend (key)  Title

Date of the map

Creator of the map

Where was the map produced?

Map Information What natural landmarks and things do you notice on this map?

What man-made landmarks and things do you notice on this map?

List three things on this map that you think are important. 1.

2.

3.

Why do you think this map was created?

What evidence on the map suggests this?

What new information did you learn from this map?

Write a question to the mapmaker that is left unanswered by this map.

19 Teaching the Holocaust with Primary Sources

Posters and Broadsides

Why teach with posters and broadsides? Connecting to our topic of the Holocaust

Propaganda is a tool used as a weapon freely When reading a poster, decoding and the use of during war. Famous images and slogans that context clues can be helpful. Students must originated on posters of past wars are still understand that although their first impression is recognized today. Some of the same techniques important, they must continue to investigate the that were used to invoke emotion are used today attributes of the poster to fully appreciate how in advertisements, something students will be the artist developed the entire finished product. able to understand. Posters attract our attention Using the Poster Analysis sheet students can and often immediately appeal to some type of deconstruct the poster to consider symbolism emotional reaction. and messages. As a final step, students will consider all of these features to try to When we look at posters as historical understand the possible motivation and goal of documents, we must consider what the poster the creator and possible reactions of various implies. In less than a single sentence, and on groups that view the poster. occasion with no words at all, posters are highly selective in the way that they depict the world. The Nazi party were experts at propaganda The way that a group, race, class or gender is which they used in posters. Posters range from portrayed in a poster can be very biased or campaigning for Adolf Hitler for President of the skewed to fit the needs of the creator or to raise Reich to posters accusing the Jewish people of the desired reaction from viewers. starting the war.

Jugend dient dem Fuhrer-Alle Zehnjahrigen in die HJ

Der ist Schuld am Kriegel (He is responsible for the war).

Gegen Korruption wahlf Nationalsozialisten, Hitlerbewegung!

20 Teaching the Holocaust with Primary Sources

POSTER ANALYSIS First Glance Looking at the poster, identify

The title What emotions did you feel when you first saw the poster?

Symbolism

People Person or character used What do they symbolize?

Objects Items used What do they symbolize?

Colors Colors Used What do they symbolize?

The Message Are the messages in the poster primarily visual, verbal or both? How?

Who do you think was the intended audience for this poster?

What do you think the creator hoped that people would do after seeing this poster?

After Viewing The most effective posters use symbols that are simple, attract your attention and are direct. Is this an effective poster? Why or why not?

List three things that you infer from this poster. 1.

2.

3.

21 Teaching the Holocaust with Primary Sources

Documents

Why teach with documents? Connecting to our topic of the Holocaust

Diaries, journals, telegrams, and other written As with anything we read, we use our foundation documents provide students with evidence of of knowledge and decoding skills to comprehend daily life during other time periods. Primary new concepts. By putting the pieces together we source documents include letters, journals, are able to understand more than the words records or diaries that may be handwritten or visible on a document. Using the Document typed, published or private. Analysis sheet students will consider the physical characteristics of a document and what Documents can provide personal information they reveal about the author. Students study the about major historical events or individuals, as document to gain an understanding of the use of well as day to day life while allowing students to terminology, words that are crossed out or analyze fact versus opinion or find evidence or added and specific phrases or terms used. data not located in textbooks. The Library of Congress, Veteran’s History These items record people’s everyday lives; Project contains many forms of documents such event and travel ticket stubs, brochures, as diaries, telegrams and official papers. The programs, flyers and posters. These documents Nazis were meticulous record keepers, a search are printed objects intended for one time use. for these papers can be found and analyzed. They tell us a great deal about the personality of a group at a particular point in time.

Dachau Concentration Camp Permane nt Pass. Vera

Manuscript Diary. Cecelia Gustafson Palmer. Aben S. Caplan, Veteran’s History Project. Veteran’s History Project. Telegram to Mrs. Sophie Caplan (December 1, 1944). Aben S. Capan, Veteran’s History Project

22 Teaching the Holocaust with Primary Sources

WRITTEN DOCUMENT ANALYSIS First Look Type of Document (Check):  Newspaper  Map  Report  Congressional Record  Letter  Telegram  Memorandum  Census Report  Patent  Press Release  Advertisement  Other ______Unique Physical Characteristics of the Document (check one or more):  Interesting Letterhead  Typed  Notations  Other

 Handwritten  Seals  Received stamp ______

Date(s) of the Document;

Author (or Creator) of the Document:

Position (Title):

For what audience was the document written?

Document Content Information List three phrases or statements that caught your attention or you think are important. 1.

2.

3.

Why do you think this document was written?

What in the document helps you know why it was written? Quote from the document.

Why do you think this document was saved?

Was the document meant to be viewed by the public or a specific person or group?

List two things the document tells you about life in the Unites States at the time it was written. 1.

2.

Write a question to the author that is left unanswered by the document.

23 Teaching the Holocaust with Primary Sources

Cartoons

Why teach with cartoons? Connecting to our topic of the Holocaust.

Editorial or political cartoons divulge opinions on Cartoons offer a variety of ways to reach issues, events and people in the public eye. learners. The use of language and writing skills, They are present in major, local and regional drawing techniques and social situations offer papers and appeal to most readers. The people multiple opportunities to reach students from who create editorial cartoons possess an different backgrounds and interests. Using the awareness of society and cultural events as well Cartoon Analysis sheet students will search for as art skills such as the use of symbolism, the use of each of these tools in editorial satire, and the use of caricatures. cartoons from the past and today. They will then form opinions about the purpose of the cartoon, Editorial cartoons can be used to teach students the message the artist was trying to send and to identify current issues or themes, analyze possible responses by readers. symbols, identify stereotypes and caricatures, think critically, recognize the use of irony and These cartoons were created to disseminate humor and understand the need for a broad information and expose the public to the issue of knowledge base. Cartoons are terrific tools for the war and the atrocities of Adolf Hitler. developing higher-level thinking skills. Students Cartoons were used in nearly every country can discuss, analyze and create original works during World War II, Britain, France, Russia and that reflect their perceptions of current events the United States all published cartoons about and issues. Hitler and the Nazi party. Few of the cartoons deal with the topic of the Holocaust but there are Editorial cartoons used to be utilized in language numerous cartoons dealing with the Nazi party arts and social studies, but today, teachers of all and Adolf Hitler’s power over the party. subject areas can use cartoons with a wide range of topics.

Hitler drawing faulty Who told you I am not swastikas. victorious anymore?!

24 Teaching the Holocaust with Primary Sources

CARTOON ANALYSIS First glance… Look at the cartoon you were given or selected and list any of the following you see: Title:

Objects/People:

Words/Phrases:

Dates/Numbers:

Sensory Qualities Are lines bold, fussy, light, hard or soft?

Taking a closer look… Images Which objects are used as symbols?

Why were the symbols used and what do they represent?

Is anything exaggerated? How?

Is the cartoon realistic or abstract?

List adjectives that describe emotions visible in the cartoon.

Words Which words or phrases appear to be important? Why?

Cartoon Purpose Describe action taking place in the cartoon.

Explain how the words in the cartoon explain the symbols.

What is the message of the cartoon?

Who are the people who might agree with the cartoon? What might be the public’s reaction to this cartoon?

25 Teaching the Holocaust with Primary Sources

Library of Congress www.loc.gov

Welcome Message from the Librarian of Things to Remember When Using the Library Congress of Congress Website: The Library of Congress is the nation's oldest • The Library of Congress’ Collections are federal cultural institution and serves as the not encyclopedic. research arm of Congress. It is also the largest • The Library of Congress is the world’s library in the world, with millions of books, largest library. The primary function is to recordings, photographs, maps and serve congress and the American manuscripts in its collections.The Library's people. mission is to support the Congress in fulfilling its • There are many different places on the constitutional duties and to further the progress Library of Congress website to locate of knowledge and creativity for the benefit of the primary source items and information. American people. • Different Library of Congress search boxes will locate different types of As Librarian of Congress, I oversee the many resources. thousands of dedicated staff who acquire, catalog, preserve, and make available library collections within our three buildings on Capitol Hill and over the Internet. I am pleased that you are visiting our Web site today, and I invite you return to it often.

Sincerely, James H. Billington Librarian of Congress

As large and diverse as the Library’s collections are, it does not have every book ever published. While virtually all subject areas are represented in the collections, the Library does not attempt to collect comprehensively in the areas of clinical medicine and technical agriculture, which are covered by the National Library of Medicine and the National Agricultural Library, respectively.

Researchers should also note that the Library of Congress is distinct form the National Archives, which is the major repository for the official records of the United States government. What materials are in the Library of Congress collections? (n.d.) Retrieved October 1, 2007. http://www.loc.gov/rr/res-faq.html

26 Teaching the Holocaust with Primary Sources

Exhibitions

Herblock!: Psychopathic Ward Herb Block attacked the isolationist policy of the United States government long before Pearl Harbor was bombed on December 7, 1941, because he understood that the fascists in Europe were an international issue. Block’s cartoons attacking Francisco Franco in Spain, Benito Mussolini in Italy, and Adolf Hitler in Germany demonstrated his matured style, with his deliberate and assured use of ink brush and pencil. The Depression and the war in Europe politicized Block, and he developed opinions that, at times, were at odds with those of his publishers. http://myloc.gov/Exhibitions/herblock/Pages/Default.aspx

Herblock’s History: Political Cartoons from the Crash to the Millennium Through his cartoons, Block warns of the danger represented by fascist political gains in Europe and Adolf Hitler’s rise to power in Germany at the head of the Nazi party. During the 1930s and 1940s, Herb Block was an early supporter of aid to England and to European allies faced with Nazi aggression. He also supported measures to prepare America for the struggle against aggression. He cited Nazi outrages, giving them graphic form and visual power. He drew metaphors for the resilience of the human spirit, the inhumanity of war, and the duplicity of dictators. http://www.loc.gov.rr/print/swann/herblock/

American Memory

The Hannah Arendt Papers at the Library of Congress The papers of the author, educator, and political philosopher Hannah Arendt (1906-1975) are one of the principle sources for the study of modern intellectual life. The Adolf Eichmann File deals with what was perhaps Arendt’s best-known and most controversial work, Eichmann in Jerusalem. Arendt’s conclusions about the nature and character of totalitarian rule in Nazi Germany, and her interpretation of the Jewish response to the Holocaust, prompted strenuous and often emotional debates. http://memory.loc.gov/ammem/arendthtml/arendthome.html

American Life Histories: Manuscripts from the Federal Writers’ Project, 1936- 1940 This collection contains 2900 biographical interview obtained during the Depression years of 1936-1940. Writers contributed to this project through an employment program of the Works Progress Administration. The writers’ chronicled interviews with Americans asked to recall significant events in their lives. The Holocaust is not mentioned specifically but there are many oral histories about Jewish life and opinions on Germany and Adolf Hitler. http://memory.loc.gov/ammem/wpaintro/wpahome.html

America from the Great Depression to World War II: Photographs from the FSA-OWI, 1935-1945 The black-and-white photographs of the Farm Security Administration Office of War Information Collection are a landmark in the history of documentary photography. The images show Americans at home, at work, and at play, with an emphasis on rural and small-town life and the adverse effects of the Great Depression. Images pertaining to the war effort and defeating Nazi Germany and images from the Nazi saboteur trial are found in this collection. http://memory.loc.gov/ammem/fsahtml/fahome.html

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Webcasts

Holocaust Cantata The Master Chorale of Washington, in partnership with the Library of Congress Veterans History Project, presented the “Holocaust Cantata: Songs from the Camps”, a work based on the songs and letters written by Nazi concentration camp prisoners. The cantata, composed and conducted by Donald McCullough, stands as a tribute to the victims and survivors of the Holocaust. http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=3852

Breaking the Holocaust Silence: A Hidden Hasidic Text of 1947 Gershon Greenberg delivered the 10th Annual Myron M. Weinstein Memorial Lecture on the Hebraic Book. http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=4603

Women Against Tyranny: Poems of the Resistance During the Holocaust. Davi Walders speaks about her book “Women Against Tyranny: Poems of the Resistance During the Holocaust”. http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=5182

Emissary of the Doomed. The little-known story of one man’s attempt to save the Jews of Hungary. http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=4856

Ibsen and Hitler: The Playwright, the Plagiarist and the Plot for the Third Reich. In “Ibsen and Hitler,” Steven Sage discusses three Ibsen plays, “An Enemy of the People”, “The Master Builder” and “Emperor and Galilean”, which may have inspired Hitler’s writings, speeches and thinking, and quite possibly some of his actions. When Hitler read Ibsen in 1908, he was swayed by a German literary cult then current, which held certain Ibsen dramas to be “prophecy”. Through the years, Sage argues, Hitter paraphrased lines from the plays “and restaged highlights of their plots while assigning himself the starring role in this grand drama.” http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=3907

Prints and Photographs

Posters: Artist Posters. The online Artist Posters consist of a small but growing proportion of the more than 85,000 posters in the Artist Poster filing series. This series highlights the work of poster artist, both identified and anonymous. It includes posters from the nineteenth century to the present day, from the United States and other countries. German propaganda posters with Hitler slogans for his presidential run and the dangers of the Jews to the Aryan nation are found in this collection. http://www.loc.gov/pictures/collection/pos/

Miscellaneous Items in High Demand. The “Miscellaneous Items” category consists of more than 80,000 descriptions of individuals images from a variety of the Prints & Photographs Division’s photographic, print, drawing, and architectural holdings. Photographs dealing with concentration camps show the disturbing reality of life in these camps and could be too graphic for some students. http://www.loc.gov/pictures/collections/cph/

28 Teaching the Holocaust with Primary Sources

Veterans History Project

The War Episode Seven: A World without War, Concentration Camp Liberation. View photographs, transcripts and listen to interviews from American soldiers who witnessed the devastation of the Nazi concentration camps. http://www.loc.gov/vets/stories/thewar/episode7.html

Jewish Veterans of World War II. Fighting Nazi Germany took on special significance for one group of U.S. servicemen in the European Theater. Even those Jewish soldiers and sailors who were serving elsewhere in World War II understood that defeating the Axis would be a defeat for blind hatred of any ethnic group or nationality. http://www.loc.gov/vets/stories/ex-war-jewishveterans.html

Teacher’s Page

Presentations and Activities

Immigration, Observe the building of the nation. How have immigrants shaped this land? The tab for Polish/Russian immigrants has a subtitle Decades of Disaster describing the struggles of Jews with the rise of the Nazi party and how Jewish Americans tried to help. http://www.loc.gov/teachers/classroommateterials/presentationsandactivities/presentations/immigration/index.html

29 Teaching the Holocaust with Primary Sources

Library of Congress This 23-year-old Czech victim of dysentery in Nazi camp at Flossenburg, Germany, was found by 97th Division of U.S. Army. Prints and Photographs

Library of Congress Austria, May 1945 Hungarian Jews after removal from Nazi concentration camps to facilities provided by US Army 121st Evacuation Hosp.: men lying on cots inside building (#206820) Prints and Photographs

Library of Congress Harte Zeiten; harte Pflichten; harte Herzen Prints and Photographs

Library of Congress American soldiers look at the long rows of bodies at Lagar Nordhausen concentration camp where the prisoners died from malnutrition, cruelty and disease in bestial conditions Prints and Photographs

Library of Congress Austria, May 1945 - Hungarian Jews after removal from Nazi concentration camps to facilities provided by US Army 121st Evacuation Hosp.: men lying on cots outside building (#206816) Prints and Photographs

Library of Congress German people of Nordhausen ... digging graves for the mass burial of dead prisoners from the concentration camp ... Prints and Photographs

Library of Congress Unidentified concentration camp(s), Germany, at time of liberation by U.S. Army: Three U.S. Army (?) soldiers looking at bodies in oven Prints and Photographs

Library of Congress Belsen Horror Camp Prints and Photographs

30 Teaching the Holocaust with Primary Sources

Library of Congress Section of eight-foot high concrete wall encircling Jewish ghetto in Warsaw, Poland Prints and Photographs

Library of Congress Interior of barracks with men in crowded bunks at Sachsenhausen concentration camp Prints and Photographs

Library of Congress These inmates of the Amphing [i.e., Ampfing] concentration camp in Germany were recently liberated by U.S. Third Army troops [...] Amphing, Germany Prints and Photographs

Library of Congress Roll call at a German concentration camp (from a Nazi photograph). Two prisoners in the foreground are supporting a comrade, as fainting was frequently an excuse for the guards to "liquidate" useless inmates Prints and Photographs

Library of Congress Unidentified concentration camp(s), Germany, at time of liberation by U.S. Army: German civilians burying bodies in mass grave Prints and Photographs

Library of Congress Who told you I am not victorious any more?! Prints and Photographs

Library of Congress Hitler drawing faulty swastikas Prints and Photographs

Library of Congress Gegen Korruption wählt Nationalsozialisten, Hitlerbewegung! Prints and Photographs

31 Teaching the Holocaust with Primary Sources

Library of Congress Der ist Schuld am Kriege! Prints and Photographs

Library of Congress Adolf Hitler and Hitler youths, Erfurt, Germany Prints and Photographs

Library of Congress A Ukrainian girl prepares a meal for her family on a make shift stove in a concentration camp at Salzburg, Austria Prints and Photographs

Library of Congress Jewish shop windows smashed during Kristallnacht, Berlin Prints and Photographs

Library of Congress Division of Germany Exhibition: Churchill and the Great Republic

Library of Congress [September 9, 1944], HQ Twelfth Army Group situation map. American Memory/World War II Military Situation Maps

Library of Congress Nazi flag on the aircraft carrier Graf Zeppelin Prints and Photographs

Library of Congress Heinrich Himmler, Adolf Hitler, and Viktor Lutze, Nuremberg, (walking between rows of many soldiers on Nazi party day). Prints and Photographs

32 Teaching the Holocaust with Primary Sources

Library of Congress Berlin Jewish shop owners and wreckage Prints and Photographs

Library of Congress Boxcars outside Dachau Concentration Camp, Dachau, Germany (May 1945) Veteran’s History Project Vera Cecelia Gustafson Palmer Collection

Library of Congress Composite Photograph of six head-and-soldiers portrait of Anne Frank Prints and Photographs

Library of Congress Jugend dient dem Fuhrer-Alle Zehnjahrigen in die HJ Prints and Photographs

Library of Congress Manuscript Diary Veteran’s History Project Aben S. Caplan Collection

Library of Congress Telegram to Mrs. Sophie Caplan. (December 1, 1944) Veteran’s History Project Aben S. Caplan Collection

Library of Congress Dachau Concentration Camp Permanent Pass. Veteran’s History Project Vera Cecelia Gustafson Palmer Collection

Library of Congress Reichssporttag des B.D.M 23 September 1934 Prints and Photographs

33 Teaching the Holocaust with Primary Sources

Library of Congress Bodies of the deceased piled outside Dachau Concentration Camp shortly after liberation, Dachau, Germany (May 1945)

Yad Vashem A yellow Star of David Button, Which the Bulgarian Jews were Forced to Wear in 1941 Yad Vashem Artifacts Collection

Yad Vashem Oskar Schindler Righteous Among the Nations

Nicholas Winton Jewish Virtual Library

Paul Grueninger The Jewish Foundation for the Righteous

34 Teaching the Holocaust with Primary Sources

Main entrance to the Auschwitz-Birkenau extermination camp. Poland, date uncertain U.S. Holocaust Museum

Hungarian Jews on their way to the gas chambers. Auschwitz-Birkenau, Poland May 1944 U.S. Holocaust Museum

Wall of Remembrance U.S. Holocaust Museum

Miep Gies The Yearly Years Miep Gies Unsung Heroine

35 Teaching the Holocaust with Primary Sources

1. The Future of Freedom Foundation, How Hitler Became a Dictator by Jacob G. Hornberger, Posted June 28, 2004. Accessed 8.1.12 http://www.fff.org/freedom/fd0403a.asp

2. Public Broadcasting Service, American Experience, America and the Holocaust, People and Events, Kristallnacht.. Accessed 8.1.12 http://www.pbs.org/wgbh/amex/holocaust/peopleevents/pandeAMEX99.html

3. The History Place, The Triumph of Hitler, The Nuremberg Laws, Accessed 8.1.12 http://www.historyplace.com/worldwar2/triumph/tr-nurem-laws.htm

4. The Jewish Virtual Library, The Reich Citizenship Law: First Regulation. Accessed 8.2.12 http://www.jewishvirtuallibrary.org/jsource/Holocaust/nurmlaw4.html

5. The United States Holocaust Memorial Museum, Holocaust Encyclopedia, Antisemitic Legislation1933-1939, Accessed 8.2.12 http://www.ushmm.org/wlc/en/article.php?ModuleId=10007901

6. The Holocaust Chronicles, 1939: The War Against the Jews, Ghettoization. Accessed 8.3.12 http://www.holocaustchronicle.org/StaticPages/181.html

7. The United States Holocaust Memorial Museum, Holocaust Encyclopedia, Ghettos, Accessed 8.3.12 http://www.ushmm.org/wlc/en/article.php?ModuleId=10005059

8. The Jewish Virtual Library, Jewish Badges during the Holocaust, Accessed 8.3.12 http://www.jewishvirtuallibrary.org/jsource/Holocaust/badges.html 9. The United States Holocaust Memorial Museum, Holocaust Encyclopedia, Classification System in Nazi Concentration Camps. Accessed 8.3.12 http://www.ushmm.org/wlc/en/article.php?ModuleId=10005378

10. The United States Holocaust Memorial Museum, Holocaust Encyclopedia, Nazi Camps. Accessed 8.6.12 http://www.ushmm.org/wlc/en/article.php?ModuleId=10005144

11. The Jewish Virtual Library, The Simon Wiesenthal Center’s 36 Questions about the Holocaust. Accessed 8.6.12 http://www.jewishvirtuallibrary.org/jsource/Holocaust/36quest1.html

12. The United States Holocaust Memorial Museum, Holocaust Encyclopedia, Dachau, Accessed 8.6.12 http://www.ushmm.org/wlc/en/article.php?ModuleId=10005214

13. Yad Vashem, Dachau, Acccessed 8.6.12 http://www1.yadvashem.org/odot_pdf/microsoft%20word%20- %206242.pdf

14. The Jewish Virtual Library, Bergen-Belsen by Rebecca Weiner, Accessed 8.7.12 http://www.jewishvirtuallibrary.org/jsource/Holocaust/Belsen.html

15. The Jewish Virtual Library, Josef Mengele, Accessed 8.7.12 http://www.jewishvirtuallibrary.org/jsource/Holocaust/Mengele.html

16. The United States Holocaust Memorial Museum, Liberation of Auschwitz, Accessed 8.7.12 http://www.ushmm.org/museum/exhibit/focus/auschwitz/

17. The United States Holocaust Memorial Museum. Liberation of Auschwitz, Accessed 8.7.12 http://www.ushmm.org/museum/exhibit/focus/auschwitz/

18. Yad Vashem, The Righteous Among the Nations, “Our Helpers” in the Secret Annex, Hermine (Miep) & Jan Augustus Gies, Accessed 8.8.12 http://www1.yadvashem.org/yv/en/righteous/stories/gies.asp

19. Anne Frank Guide, Margot Frank, Accessed 8.8.12 http://www.annefrankguide.net/en- us/bronnenbank.asp?aid=26169

20. The United States Holocaust Memorial Museum, Oskar Schindler, Accessed 8.8.12 http://www.ushmm.org/wlc/en/article.php?ModuleId=10005787

21. Yad Vashem, The Righteous Among the Nations, Schindler’s List, Oskar and Emilie Schindler, Germany, Accessed 8.8.12 http://www1.yadvashem.org/yv/en/righteous/stories/schindler.asp

36 Teaching the Holocaust with Primary Sources

22. The Jewish Virtual Library, Oskar Schindler, (1908-1974), Accessed 8.9.12 http://www.jewishvirtuallibrary.org/jsource/biography/schindler.html

23. The United States Holocaust Memorial Museum, Oskar Schindler: An Unlikely Hero, Accessed 8.9.12 http://www.ushmm.org/museum/exhibit/focus/schindler/

24. The United States Holocaust Memorial Museum, Nicholas Winton and the Rescue of Children from Czechoslovakia, 1938-1939, Accessed 8.9.12 http://www.ushmm.org/wlc/en/article.php?ModuleId=10007780

25. The Jewish Virtual Library, Nicholas Winton, (1909-), Accessed 8.10.12 http://www.jewishvirtuallibrary.org/jsource/biography/Winton.html

26. Yad Vashem, The Righteous Among the Nations, The Policeman who Lifted the Boarder Barrier, Paul Grueninger, Accessed 8.10.12 http://www1.yadvashem.org/yv/en/righteous/stories/grueninger.asp

27. The Jewish Virtual Library, Terezin, (Theresienstadt) Concentration Camp. Accessed 8.10.12 http://www.jewishvirtuallibrary.org/jsource/Holocaust/terezin.html

37 Teaching the Holocaust with Primary Sources